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Teaching with Jennifer Findley

Upper Elementary Teaching Blog

December 27, 2012 | 7 Comments | Filed Under: Writing & Grammar

6 Traits Writing and a Secret Code to Improve Narrative Writing

Since blogging about my 6 Traits writing board earlier this year, I have gotten a few emails from teachers wanting to see how it looks in action. This post will share a look at how the 6 traits writing board looks now and how I display my mini-lesson statements. Remember that you can grab the FREE 6 traits writing checklist to help you come up with writing mini-lessons by clicking here.

Six Traits Writing

If you are not familiar with Six Traits Writing or 6 Traits Writing, it is basically a way of organizing mini-lessons or key writing skills into groups. This board allows me to post all of my writing mini-lesson statements (the writing strategies and tips I teach my students).

6 Traits Writing and a Secret Code!

Using the Six Traits Writing Board

After I teach a writing mini-lesson, I post a really simple, easy to read and understand phrase under the trait that the mini lesson matches. I also try to include a graphic or example to help jog the students’ memory about what that strategy is. I teach some very low writers so this is necessary and so helpful for them!

As we are doing any kind of writing, I am constantly referring back to the board to remind the kids to include all of the traits into their writing. It works! They refer to it, they remind each other about it, and they refer to it during writing conferences! Nothing makes my teacher heart happier than to hear a kid say, I checked my verbs..see right here. LOVE!

6 Traits Writing and a Secret Code!

A Secret Code for Narrative Writing

6 Traits Writing and a Secret Code!

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narrative writing 6 traits

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narrative writing 6 traits

Reader Interactions

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December 28, 2012 at 12:15 am

Do you sell these posters? This is my first year in 5th grade and I think these would be an awesome resource!

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December 28, 2012 at 1:41 am

Mrs. Flores, I got them for free on proteacher.net. Here is the link:

http://www.proteacher.net/discussions/showthread.php?t=280078

I just love them! They are so bright and colorful. Last year I color coded my sentence strips to match the poster!

Have fun in 5th! Jennifer

December 31, 2012 at 6:19 am

Hey Jen! I love this 🙂

I also saw a link on Pinterest to a 5th grade Common Core lapbook that you have. I couldn't find the blog post you did about it. Do you have a link? I would like to check it out. 🙂

Stephanie Teaching in Room 6

December 31, 2012 at 6:29 pm

I love this post! We use a lot of Step-Up to Writing at my district but you have inspired me to look more into the six traits model. Thanks:) ~Holly Fourth Grade Flipper

February 18, 2014 at 2:39 am

How do you explain to kids what $5 words are?

February 18, 2014 at 2:42 am

We talk about the value of words, and how some words are "worth" more. We make a list of words that we think are only worth less than $1 (fun, said, mad, etc). Then we talk about how synonyms that are grade level appropriate are worth more, and will make your writing have more value. We keep a list of $5 words on the wall and continually add to it. I also typically tell them that if the word has more than two syllables, it is probably a $5 word. Hope this helps!

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September 9, 2015 at 9:49 pm

I really enjoyed reading your post. I love the idea of adding the prompts under each trait as it’s taught. I also love your CODE! Thanks for inspiring me forward. Lorna Russell Australia

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narrative writing 6 traits

Welcome friends! I’m Jennifer Findley: a teacher, mother, and avid reader. I believe that with the right resources, mindset, and strategies, all students can achieve at high levels and learn to love learning. My goal is to provide resources and strategies to inspire you and help make this belief a reality for your students. Learn more about me.

6 Traits of Writing

Characteristics, Definitions, and Activities for Each Component

Janelle Cox

  • Classroom Organization
  • Reading Strategies
  • Becoming A Teacher
  • Assessments & Tests
  • Secondary Education
  • Special Education
  • Homeschooling
  • M.S., Education, Buffalo State College
  • B.S., Education, Buffalo State College

The six traits of writing model provides a recipe for successful prose writing. This approach defines the ingredients of effective writing for students to practice and teachers to assess, equipping both parties with tools for strategically analyzing written work.

Students can become self-sufficient and methodical writers when they learn to develop the following characteristics in their writing. To take advantage of this revolutionary model, learn what the six traits are and how to teach them.

What are the Six Traits of Writing?

The six key characteristics that define high-quality writing are:

Organization

Word choice, sentence fluency, conventions.

Please note that while this method is often called the 6 + 1 Trait Model, the plus one "presentation" trait is largely optional as it is a characteristic of the overall product and not the writing itself. This trait will not be described further here.

This writing component captures the main idea of a piece through detail. Only details that are relevant and informative of the main topic should be included. Strong writers have an awareness of how to use just the right amount of detail, using ideas that make the overall message more clear and leaving anything out that takes away from it.

How to Teach:

  • Do an exercise with students where you tell a story using no detail while they close their eyes. Could they picture it? Ask them how to improve your story and introduce the concept that ideas need to be supported to be effective.
  • Ask students to describe what is happening in a photograph. Have them do this in partnerships where only one partner can see the picture at a time and the other must convey the message of the photo in front of them.
  • Have students compose a paragraph packed with as much supporting detail as possible. Tell them to choose a specific (true) event that happened to them and use their senses to describe it.

This trait describes how all ideas in a piece of writing must fit together within a larger message. The organizational structure of a written work needs to follow a clear pattern such as chronological order for narratives or logical order for informational writing. The writer needs to make strong connections from one point to another so that a reader can easily follow along. A sense of sequence is necessary for organizing.

How to Teach

  • Take a piece of writing and cut it into chunks, having students piece the writing back together as best as they can.
  • Jumble a list of directions and have students arrange the steps in order.
  • Read two short informational books whose organization structures vary. Ask your students what is different about the organization of the books.

This trait describes the unique style of each writer. Through voice, a writer's personality permeates a piece but does not detract from the genre or message. Strong writers are not afraid to express their individuality and show readers their point of view. Good writing sounds like its writers.

  • Discuss the personality traits of a few children's book authors, then read a variety of literature and have students try to identify the author by voice.
  • Compare and contrast the voice in select fiction and nonfiction books.
  • Have students write a letter to a grandparent about their favorite school subject. When they are finished, discuss how they cultivated their voice in the letter and whether they feel that their thoughts and emotions came through.

Word choice describes the effectiveness of each word in a piece of writing. Strong words enlighten readers and clarify ideas but too many large or misplaced words can muddle the message. Great writing is never verbose. Writers should be economical with their words and choose only the best ones because every word is important. Linguistic awareness and a robust vocabulary are necessary for effective writing.

  • Keep a word wall, adding to and discussing it frequently.
  • Show students a paragraph with words missing. Offer options for words to put in the blanks and explain why some of them are better than others.
  • Introduce students to thesauruses. Teach that a well-rounded vocabulary is useful but caution against overdoing it by having them first replace as many words as they can in a paragraph and then only words that make sense to replace.

This trait describes the smoothness that sentences contribute to a piece. Fluent writing is rhythmic and forward-moving because its sentences are easy to read. Even more important to sentence fluency that correctness and grammar are meaning and variety. The best writers make sure that each of their sentences says precisely what it is supposed to say and vary their sentence structures so that they don't all resemble each other.

  • Write a story where every single sentence begins and ends in the exact same way. Talk with your class about why this is problematic and have them help add variety to the sentence structures.
  • Rearrange the sentences in a popular piece of writing. Have the students fix it and talk about why it matters that sentences flow easily into each other.
  • Have students take a sentence in a piece of informational writing and flip the words around. Does it make more or less sense? Is their way better or worse?

This trait focuses on the correctness of a piece in terms of spelling, grammar, punctuation, and other rules. Writing can only be great if it is technically correct. Great writers are proficient punctuators, capable spellers, and grammar savants. Conventions require time and patience to master but are easy to practice.

  • Give your students a word to correctly work into a sentence. Begin with simple sentence parts such as subjects and verbs and progressively get more difficult with adverbs, adjectives, and more.
  • Teach students to peer review each other's work for correctness. They do not need to correct every tiny detail. Rather, focus on one skill at a time (punctuation, capitalization, etc.).
  • Use curriculum materials such as handouts and mini-lessons to teach conventions.
  • Nast, Phil . “6 + 1 Trait Writing.”  National Education Association .
  • “What Are the Traits?”   Education Northwest , Dec. 2012.
  • The Writer's Voice in Literature and Rhetoric
  • 10 Learning Strategies to Use in Your Classroom
  • 6 Steps to Writing the Perfect Personal Essay
  • Sentence Variety Composition
  • How Dyslexia Impacts Writing Skills
  • How to Teach Topic Sentences Using Models
  • Cartoon Strip Social Interactions
  • revision (composition)
  • What Is Tone In Writing?
  • Tips for Teaching Vocabulary to Students with Dyslexia
  • Miss Nelson Is Missing Lesson Plan
  • Teaching Writing to Beginning ESL Students
  • Fun Ideas to Enrich Students' Vocabulary
  • Predictions to Support Reading Comprehension
  • AP English Exam: 101 Key Terms
  • Best Practices for the Most Effective Use of Paragraphs

Literacy Ideas

Narrative Writing: A Complete Guide for Teachers and Students

Complete guide to Narrative Writing

MASTERING THE CRAFT OF NARRATIVE WRITING

Narratives build on and encourage the development of the fundamentals of writing. They also require developing an additional skill set: the ability to tell a good yarn, and storytelling is as old as humanity.

We see and hear stories everywhere and daily, from having good gossip on the doorstep with a neighbor in the morning to the dramas that fill our screens in the evening.

Good narrative writing skills are hard-won by students even though it is an area of writing that most enjoy due to the creativity and freedom it offers.

Here we will explore some of the main elements of a good story: plot, setting, characters, conflict, climax, and resolution . And we will look too at how best we can help our students understand these elements, both in isolation and how they mesh together as a whole.

Visual Writing Prompts

WHAT IS A NARRATIVE?

What is a narrative?

A narrative is a story that shares a sequence of events , characters, and themes. It expresses experiences, ideas, and perspectives that should aspire to engage and inspire an audience.

A narrative can spark emotion, encourage reflection, and convey meaning when done well.

Narratives are a popular genre for students and teachers as they allow the writer to share their imagination, creativity, skill, and understanding of nearly all elements of writing.  We occasionally refer to a narrative as ‘creative writing’ or story writing.

The purpose of a narrative is simple, to tell the audience a story.  It can be written to motivate, educate, or entertain and can be fact or fiction.

A COMPLETE UNIT ON TEACHING NARRATIVE WRITING

narrative writing | narrative writing unit 1 2 | Narrative Writing: A Complete Guide for Teachers and Students | literacyideas.com

Teach your students to become skilled story writers with this HUGE   NARRATIVE & CREATIVE STORY WRITING UNIT . Offering a  COMPLETE SOLUTION  to teaching students how to craft  CREATIVE CHARACTERS, SUPERB SETTINGS, and PERFECT PLOTS .

Over 192 PAGES of materials, including:

TYPES OF NARRATIVE WRITING

There are many narrative writing genres and sub-genres such as these.

We have a complete guide to writing a personal narrative that differs from the traditional story-based narrative covered in this guide. It includes personal narrative writing prompts, resources, and examples and can be found here.

narrative writing | how to write quest narratives | Narrative Writing: A Complete Guide for Teachers and Students | literacyideas.com

As we can see, narratives are an open-ended form of writing that allows you to showcase creativity in many directions. However, all narratives share a common set of features and structure known as “Story Elements”, which are briefly covered in this guide.

Don’t overlook the importance of understanding story elements and the value this adds to you as a writer who can dissect and create grand narratives. We also have an in-depth guide to understanding story elements here .

CHARACTERISTICS OF NARRATIVE WRITING

Narrative structure.

ORIENTATION (BEGINNING) Set the scene by introducing your characters, setting and time of the story. Establish your who, when and where in this part of your narrative

COMPLICATION AND EVENTS (MIDDLE) In this section activities and events involving your main characters are expanded upon. These events are written in a cohesive and fluent sequence.

RESOLUTION (ENDING) Your complication is resolved in this section. It does not have to be a happy outcome, however.

EXTRAS: Whilst orientation, complication and resolution are the agreed norms for a narrative, there are numerous examples of popular texts that did not explicitly follow this path exactly.

NARRATIVE FEATURES

LANGUAGE: Use descriptive and figurative language to paint images inside your audience’s minds as they read.

PERSPECTIVE Narratives can be written from any perspective but are most commonly written in first or third person.

DIALOGUE Narratives frequently switch from narrator to first-person dialogue. Always use speech marks when writing dialogue.

TENSE If you change tense, make it perfectly clear to your audience what is happening. Flashbacks might work well in your mind but make sure they translate to your audience.

THE PLOT MAP

narrative writing | structuring a narrative | Narrative Writing: A Complete Guide for Teachers and Students | literacyideas.com

This graphic is known as a plot map, and nearly all narratives fit this structure in one way or another, whether romance novels, science fiction or otherwise.

It is a simple tool that helps you understand and organise a story’s events. Think of it as a roadmap that outlines the journey of your characters and the events that unfold. It outlines the different stops along the way, such as the introduction, rising action, climax, falling action, and resolution, that help you to see how the story builds and develops.

Using a plot map, you can see how each event fits into the larger picture and how the different parts of the story work together to create meaning. It’s a great way to visualize and analyze a story.

Be sure to refer to a plot map when planning a story, as it has all the essential elements of a great story.

THE 5 KEY STORY ELEMENTS OF A GREAT NARRATIVE (6-MINUTE TUTORIAL VIDEO)

This video we created provides an excellent overview of these elements and demonstrates them in action in stories we all know and love.

Story Elements for kids

HOW TO WRITE A NARRATIVE

How to write a Narrative

Now that we understand the story elements and how they come together to form stories, it’s time to start planning and writing your narrative.

In many cases, the template and guide below will provide enough details on how to craft a great story. However, if you still need assistance with the fundamentals of writing, such as sentence structure, paragraphs and using correct grammar, we have some excellent guides on those here.

USE YOUR WRITING TIME EFFECTIVELY: Maximize your narrative writing sessions by spending approximately 20 per cent of your time planning and preparing.  This ensures greater productivity during your writing time and keeps you focused and on task.

Use tools such as graphic organizers to logically sequence your narrative if you are not a confident story writer.  If you are working with reluctant writers, try using narrative writing prompts to get their creative juices flowing.

Spend most of your writing hour on the task at hand, don’t get too side-tracked editing during this time and leave some time for editing. When editing a  narrative, examine it for these three elements.

  • Spelling and grammar ( Is it readable?)
  • Story structure and continuity ( Does it make sense, and does it flow? )
  • Character and plot analysis. (Are your characters engaging? Does your problem/resolution work? )

1. SETTING THE SCENE: THE WHERE AND THE WHEN

narrative writing | aa156ee009d91a57894348652da98b58 | Narrative Writing: A Complete Guide for Teachers and Students | literacyideas.com

The story’s setting often answers two of the central questions in the story, namely, the where and the when. The answers to these two crucial questions will often be informed by the type of story the student is writing.

The story’s setting can be chosen to quickly orient the reader to the type of story they are reading. For example, a fictional narrative writing piece such as a horror story will often begin with a description of a haunted house on a hill or an abandoned asylum in the middle of the woods. If we start our story on a rocket ship hurtling through the cosmos on its space voyage to the Alpha Centauri star system, we can be reasonably sure that the story we are embarking on is a work of science fiction.

Such conventions are well-worn clichés true, but they can be helpful starting points for our novice novelists to make a start.

Having students choose an appropriate setting for the type of story they wish to write is an excellent exercise for our younger students. It leads naturally onto the next stage of story writing, which is creating suitable characters to populate this fictional world they have created. However, older or more advanced students may wish to play with the expectations of appropriate settings for their story. They may wish to do this for comic effect or in the interest of creating a more original story. For example, opening a story with a children’s birthday party does not usually set up the expectation of a horror story. Indeed, it may even lure the reader into a happy reverie as they remember their own happy birthday parties. This leaves them more vulnerable to the surprise element of the shocking action that lies ahead.

Once the students have chosen a setting for their story, they need to start writing. Little can be more terrifying to English students than the blank page and its bare whiteness stretching before them on the table like a merciless desert they must cross. Give them the kick-start they need by offering support through word banks or writing prompts. If the class is all writing a story based on the same theme, you may wish to compile a common word bank on the whiteboard as a prewriting activity. Write the central theme or genre in the middle of the board. Have students suggest words or phrases related to the theme and list them on the board.

You may wish to provide students with a copy of various writing prompts to get them started. While this may mean that many students’ stories will have the same beginning, they will most likely arrive at dramatically different endings via dramatically different routes.

narrative writing | story elements | Narrative Writing: A Complete Guide for Teachers and Students | literacyideas.com

A bargain is at the centre of the relationship between the writer and the reader. That bargain is that the reader promises to suspend their disbelief as long as the writer creates a consistent and convincing fictional reality. Creating a believable world for the fictional characters to inhabit requires the student to draw on convincing details. The best way of doing this is through writing that appeals to the senses. Have your student reflect deeply on the world that they are creating. What does it look like? Sound like? What does the food taste like there? How does it feel like to walk those imaginary streets, and what aromas beguile the nose as the main character winds their way through that conjured market?

Also, Consider the when; or the time period. Is it a future world where things are cleaner and more antiseptic? Or is it an overcrowded 16th-century London with human waste stinking up the streets? If students can create a multi-sensory installation in the reader’s mind, then they have done this part of their job well.

Popular Settings from Children’s Literature and Storytelling

  • Fairytale Kingdom
  • Magical Forest
  • Village/town
  • Underwater world
  • Space/Alien planet

2. CASTING THE CHARACTERS: THE WHO

Now that your student has created a believable world, it is time to populate it with believable characters.

In short stories, these worlds mustn’t be overpopulated beyond what the student’s skill level can manage. Short stories usually only require one main character and a few secondary ones. Think of the short story more as a small-scale dramatic production in an intimate local theater than a Hollywood blockbuster on a grand scale. Too many characters will only confuse and become unwieldy with a canvas this size. Keep it simple!

Creating believable characters is often one of the most challenging aspects of narrative writing for students. Fortunately, we can do a few things to help students here. Sometimes it is helpful for students to model their characters on actual people they know. This can make things a little less daunting and taxing on the imagination. However, whether or not this is the case, writing brief background bios or descriptions of characters’ physical personality characteristics can be a beneficial prewriting activity. Students should give some in-depth consideration to the details of who their character is: How do they walk? What do they look like? Do they have any distinguishing features? A crooked nose? A limp? Bad breath? Small details such as these bring life and, therefore, believability to characters. Students can even cut pictures from magazines to put a face to their character and allow their imaginations to fill in the rest of the details.

Younger students will often dictate to the reader the nature of their characters. To improve their writing craft, students must know when to switch from story-telling mode to story-showing mode. This is particularly true when it comes to character. Encourage students to reveal their character’s personality through what they do rather than merely by lecturing the reader on the faults and virtues of the character’s personality. It might be a small relayed detail in the way they walk that reveals a core characteristic. For example, a character who walks with their head hanging low and shoulders hunched while avoiding eye contact has been revealed to be timid without the word once being mentioned. This is a much more artistic and well-crafted way of doing things and is less irritating for the reader. A character who sits down at the family dinner table immediately snatches up his fork and starts stuffing roast potatoes into his mouth before anyone else has even managed to sit down has revealed a tendency towards greed or gluttony.

Understanding Character Traits

Again, there is room here for some fun and profitable prewriting activities. Give students a list of character traits and have them describe a character doing something that reveals that trait without ever employing the word itself.

It is also essential to avoid adjective stuffing here. When looking at students’ early drafts, adjective stuffing is often apparent. To train the student out of this habit, choose an adjective and have the student rewrite the sentence to express this adjective through action rather than telling.

When writing a story, it is vital to consider the character’s traits and how they will impact the story’s events. For example, a character with a strong trait of determination may be more likely to overcome obstacles and persevere. In contrast, a character with a tendency towards laziness may struggle to achieve their goals. In short, character traits add realism, depth, and meaning to a story, making it more engaging and memorable for the reader.

Popular Character Traits in Children’s Stories

  • Determination
  • Imagination
  • Perseverance
  • Responsibility

We have an in-depth guide to creating great characters here , but most students should be fine to move on to planning their conflict and resolution.

3. NO PROBLEM? NO STORY! HOW CONFLICT DRIVES A NARRATIVE

narrative writing | 2 RoadBlock | Narrative Writing: A Complete Guide for Teachers and Students | literacyideas.com

This is often the area apprentice writers have the most difficulty with. Students must understand that without a problem or conflict, there is no story. The problem is the driving force of the action. Usually, in a short story, the problem will center around what the primary character wants to happen or, indeed, wants not to happen. It is the hurdle that must be overcome. It is in the struggle to overcome this hurdle that events happen.

Often when a student understands the need for a problem in a story, their completed work will still not be successful. This is because, often in life, problems remain unsolved. Hurdles are not always successfully overcome. Students pick up on this.

We often discuss problems with friends that will never be satisfactorily resolved one way or the other, and we accept this as a part of life. This is not usually the case with writing a story. Whether a character successfully overcomes his or her problem or is decidedly crushed in the process of trying is not as important as the fact that it will finally be resolved one way or the other.

A good practical exercise for students to get to grips with this is to provide copies of stories and have them identify the central problem or conflict in each through discussion. Familiar fables or fairy tales such as Three Little Pigs, The Boy Who Cried Wolf, Cinderella, etc., are great for this.

While it is true that stories often have more than one problem or that the hero or heroine is unsuccessful in their first attempt to solve a central problem, for beginning students and intermediate students, it is best to focus on a single problem, especially given the scope of story writing at this level. Over time students will develop their abilities to handle more complex plots and write accordingly.

Popular Conflicts found in Children’s Storytelling.

  • Good vs evil
  • Individual vs society
  • Nature vs nurture
  • Self vs others
  • Man vs self
  • Man vs nature
  • Man vs technology
  • Individual vs fate
  • Self vs destiny

Conflict is the heart and soul of any good story. It’s what makes a story compelling and drives the plot forward. Without conflict, there is no story. Every great story has a struggle or a problem that needs to be solved, and that’s where conflict comes in. Conflict is what makes a story exciting and keeps the reader engaged. It creates tension and suspense and makes the reader care about the outcome.

Like in real life, conflict in a story is an opportunity for a character’s growth and transformation. It’s a chance for them to learn and evolve, making a story great. So next time stories are written in the classroom, remember that conflict is an essential ingredient, and without it, your story will lack the energy, excitement, and meaning that makes it truly memorable.

4. THE NARRATIVE CLIMAX: HOW THINGS COME TO A HEAD!

narrative writing | tension 1068x660 1 | Narrative Writing: A Complete Guide for Teachers and Students | literacyideas.com

The climax of the story is the dramatic high point of the action. It is also when the struggles kicked off by the problem come to a head. The climax will ultimately decide whether the story will have a happy or tragic ending. In the climax, two opposing forces duke things out until the bitter (or sweet!) end. One force ultimately emerges triumphant. As the action builds throughout the story, suspense increases as the reader wonders which of these forces will win out. The climax is the release of this suspense.

Much of the success of the climax depends on how well the other elements of the story have been achieved. If the student has created a well-drawn and believable character that the reader can identify with and feel for, then the climax will be more powerful.

The nature of the problem is also essential as it determines what’s at stake in the climax. The problem must matter dearly to the main character if it matters at all to the reader.

Have students engage in discussions about their favorite movies and books. Have them think about the storyline and decide the most exciting parts. What was at stake at these moments? What happened in your body as you read or watched? Did you breathe faster? Or grip the cushion hard? Did your heart rate increase, or did you start to sweat? This is what a good climax does and what our students should strive to do in their stories.

The climax puts it all on the line and rolls the dice. Let the chips fall where the writer may…

Popular Climax themes in Children’s Stories

  • A battle between good and evil
  • The character’s bravery saves the day
  • Character faces their fears and overcomes them
  • The character solves a mystery or puzzle.
  • The character stands up for what is right.
  • Character reaches their goal or dream.
  • The character learns a valuable lesson.
  • The character makes a selfless sacrifice.
  • The character makes a difficult decision.
  • The character reunites with loved ones or finds true friendship.

5. RESOLUTION: TYING UP LOOSE ENDS

After the climactic action, a few questions will often remain unresolved for the reader, even if all the conflict has been resolved. The resolution is where those lingering questions will be answered. The resolution in a short story may only be a brief paragraph or two. But, in most cases, it will still be necessary to include an ending immediately after the climax can feel too abrupt and leave the reader feeling unfulfilled.

An easy way to explain resolution to students struggling to grasp the concept is to point to the traditional resolution of fairy tales, the “And they all lived happily ever after” ending. This weather forecast for the future allows the reader to take their leave. Have the student consider the emotions they want to leave the reader with when crafting their resolution.

While the action is usually complete by the end of the climax, it is in the resolution that if there is a twist to be found, it will appear – think of movies such as The Usual Suspects. Pulling this off convincingly usually requires considerable skill from a student writer. Still, it may well form a challenging extension exercise for those more gifted storytellers among your students.

Popular Resolutions in Children’s Stories

  • Our hero achieves their goal
  • The character learns a valuable lesson
  • A character finds happiness or inner peace.
  • The character reunites with loved ones.
  • Character restores balance to the world.
  • The character discovers their true identity.
  • Character changes for the better.
  • The character gains wisdom or understanding.
  • Character makes amends with others.
  • The character learns to appreciate what they have.

Once students have completed their story, they can edit for grammar, vocabulary choice, spelling, etc., but not before!

As mentioned, there is a craft to storytelling, as well as an art. When accurate grammar, perfect spelling, and immaculate sentence structures are pushed at the outset, they can cause storytelling paralysis. For this reason, it is essential that when we encourage the students to write a story, we give them license to make mechanical mistakes in their use of language that they can work on and fix later.

Good narrative writing is a very complex skill to develop and will take the student years to become competent. It challenges not only the student’s technical abilities with language but also her creative faculties. Writing frames, word banks, mind maps, and visual prompts can all give valuable support as students develop the wide-ranging and challenging skills required to produce a successful narrative writing piece. But, at the end of it all, as with any craft, practice and more practice is at the heart of the matter.

TIPS FOR WRITING A GREAT NARRATIVE

  • Start your story with a clear purpose: If you can determine the theme or message you want to convey in your narrative before starting it will make the writing process so much simpler.
  • Choose a compelling storyline and sell it through great characters, setting and plot: Consider a unique or interesting story that captures the reader’s attention, then build the world and characters around it.
  • Develop vivid characters that are not all the same: Make your characters relatable and memorable by giving them distinct personalities and traits you can draw upon in the plot.
  • Use descriptive language to hook your audience into your story: Use sensory language to paint vivid images and sequences in the reader’s mind.
  • Show, don’t tell your audience: Use actions, thoughts, and dialogue to reveal character motivations and emotions through storytelling.
  • Create a vivid setting that is clear to your audience before getting too far into the plot: Describe the time and place of your story to immerse the reader fully.
  • Build tension: Refer to the story map earlier in this article and use conflict, obstacles, and suspense to keep the audience engaged and invested in your narrative.
  • Use figurative language such as metaphors, similes, and other literary devices to add depth and meaning to your narrative.
  • Edit, revise, and refine: Take the time to refine and polish your writing for clarity and impact.
  • Stay true to your voice: Maintain your unique perspective and style in your writing to make it your own.

NARRATIVE WRITING EXAMPLES (Student Writing Samples)

Below are a collection of student writing samples of narratives.  Click on the image to enlarge and explore them in greater detail.  Please take a moment to read these creative stories in detail and the teacher and student guides which highlight some of the critical elements of narratives to consider before writing.

Please understand these student writing samples are not intended to be perfect examples for each age or grade level but a piece of writing for students and teachers to explore together to critically analyze to improve student writing skills and deepen their understanding of story writing.

We recommend reading the example either a year above or below, as well as the grade you are currently working with, to gain a broader appreciation of this text type.

narrative writing | Narrative writing example year 3 1 | Narrative Writing: A Complete Guide for Teachers and Students | literacyideas.com

NARRATIVE WRITING PROMPTS (Journal Prompts)

When students have a great journal prompt, it can help them focus on the task at hand, so be sure to view our vast collection of visual writing prompts for various text types here or use some of these.

  • On a recent European trip, you find your travel group booked into the stunning and mysterious Castle Frankenfurter for a single night…  As night falls, the massive castle of over one hundred rooms seems to creak and groan as a series of unexplained events begin to make you wonder who or what else is spending the evening with you. Write a narrative that tells the story of your evening.
  • You are a famous adventurer who has discovered new lands; keep a travel log over a period of time in which you encounter new and exciting adventures and challenges to overcome.  Ensure your travel journal tells a story and has a definite introduction, conflict and resolution.
  • You create an incredible piece of technology that has the capacity to change the world.  As you sit back and marvel at your innovation and the endless possibilities ahead of you, it becomes apparent there are a few problems you didn’t really consider. You might not even be able to control them.  Write a narrative in which you ride the highs and lows of your world-changing creation with a clear introduction, conflict and resolution.
  • As the final door shuts on the Megamall, you realise you have done it…  You and your best friend have managed to sneak into the largest shopping centre in town and have the entire place to yourselves until 7 am tomorrow.  There is literally everything and anything a child would dream of entertaining themselves for the next 12 hours.  What amazing adventures await you?  What might go wrong?  And how will you get out of there scot-free?
  • A stranger walks into town…  Whilst appearing similar to almost all those around you, you get a sense that this person is from another time, space or dimension… Are they friends or foes?  What makes you sense something very strange is going on?   Suddenly they stand up and walk toward you with purpose extending their hand… It’s almost as if they were reading your mind.

NARRATIVE WRITING VIDEO TUTORIAL

narrative writing | Copy of Copy of Copy of HOW TO WRITE POEMS | Narrative Writing: A Complete Guide for Teachers and Students | literacyideas.com

Teaching Resources

Use our resources and tools to improve your student’s writing skills through proven teaching strategies.

When teaching narrative writing, it is essential that you have a range of tools, strategies and resources at your disposal to ensure you get the most out of your writing time.  You can find some examples below, which are free and paid premium resources you can use instantly without any preparation.

FREE Narrative Graphic Organizer

narrative writing | NarrativeGraphicOrganizer | Narrative Writing: A Complete Guide for Teachers and Students | literacyideas.com

THE STORY TELLERS BUNDLE OF TEACHING RESOURCES

narrative writing | story tellers bundle 1 | Narrative Writing: A Complete Guide for Teachers and Students | literacyideas.com

A MASSIVE COLLECTION of resources for narratives and story writing in the classroom covering all elements of crafting amazing stories. MONTHS WORTH OF WRITING LESSONS AND RESOURCES, including:

NARRATIVE WRITING CHECKLIST BUNDLE

writing checklists

OTHER GREAT ARTICLES ABOUT NARRATIVE WRITING

narrative writing | Narrative2BWriting2BStrategies2Bfor2Bjuniors2B28129 | Narrative Writing for Kids: Essential Skills and Strategies | literacyideas.com

Narrative Writing for Kids: Essential Skills and Strategies

narrative writing | narrative writing lessons | 7 Great Narrative Lesson Plans Students and Teachers Love | literacyideas.com

7 Great Narrative Lesson Plans Students and Teachers Love

narrative writing | Top narrative writing skills for students | Top 7 Narrative Writing Exercises for Students | literacyideas.com

Top 7 Narrative Writing Exercises for Students

narrative writing | how to write a scary horror story | How to Write a Scary Story | literacyideas.com

How to Write a Scary Story

The content for this page has been written by Shane Mac Donnchaidh.  A former principal of an international school and English university lecturer with 15 years of teaching and administration experience. Shane’s latest Book, The Complete Guide to Nonfiction Writing , can be found here.  Editing and support for this article have been provided by the literacyideas team.

Mrs Fintelman Teaches

6+1 traits of writing mentor texts: voice.

narrative writing 6 traits

This post is part of a series of posts on mentor texts I recommend for showing students how authors use the 6+1 Traits of Writing.

What is the voice trait?

The writing trait of voice is “the tone and tenor of the piece – the personal stamp of the writer, which is achieved through a strong understanding of purpose and audience”. Ruth Culham (Traits of Writing Scoring Guide for Grades 3-8, 2010)

In her book 6+1 Traits of Writing Grades 3 and Up, I think Ruth Culham lets her own writing voice shine when she describes this trait. She says “it is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. It is flashes of spirit.”

The key features of a writer using the voice trait are:

  • Establishing a Tone: The writer cares about the topic, and it shows. The writing is expressive and compelling. The reader feels the writer’s conviction, authority, and integrity.
  • Conveying the Purpose: The writer makes clear his or her reason for creating the piece. He or she offers a point of view that is appropriate for the mode (narrative, expository, or persuasive), which compels the reader to read on.
  • Creating a Connection to the Audience : The writer speaks in a way that makes the reader want to listen. He or she has considered what the reader needs to know and the best way to convey it by sharing his or her fascination, feelings, and opinions about the topic.
  • Taking Risks to Create Voice: The writer expresses ideas in new ways, which makes the piece interesting and original. The writing sounds like the writer because of his or her use of distinctive, just-right words and phrases.

Mentor Texts for the Voice Trait

The voice trait can feel a little vague compared to other, more concrete traits such as word choice and conventions, but the best way to create clarity in the voice trait is to provide your students with wonderful mentor texts that have an obvious, clear voice. Below are some of the texts where I think the voice of the author jumps off the page in a way that your students can identify and learn from.

The Waterhole – Graeme Base

narrative writing 6 traits

Establishing a tone – 10 different animals get a chance to establish a tone in this text. From the committee-forming, business-like ladybirds, to the wise and cautious snow leopards, Graeme Base conveys personality and life to each animal in only a few words. As readers we are compelled to read on to see how the next animal is portrayed as they react to the decreasing water supply.

Conveying the purpose/Creating a connection to the audience – This is a book with a strong message – it gets students thinking about water as a global resource, climate change and global warming, and the impact of diminishing resources on animals. But I think the beauty of it is that the book doesn’t preach these messages; It simply presents them in a form that the audience can easily connect to… interesting and unique animals across the world. 

Taking risks to create voice – There’s no doubt Graeme Base has tried something new and different here. The text unfolds with a lot of layers – the narrative text that ties it all together, animal sounds and their English ‘translations’, as well as multiple features in the images that provide more meaning. Even the cut-out waterhole that gets smaller and smaller as each page turns could be a great way for students to explore unique, meaningful presentation techniques.

narrative writing 6 traits

Edward the Emu – Sheena Knowles and Rod Clement

narrative writing 6 traits

While written in third person, Edward the Emu, our main character, has a personality that leaps off the page. As readers we can easily infer his personality and thoughts from the careful descriptions… It is easy for the reader to immediately root for Edward from the very first page.  

Establishing a tone – The protagonist in this book is energetic and passionate. Is it impossible for the reader not to get swept up in the excitement and enthusiasm of Edward the Emu.

Conveying the purpose – There is a very clear message coming through in this text (sometimes, we all feel like we want to be someone else, but there’s value in being yourself!). The mode chosen (a gorgeous, vibrant narrative) communicates this message very clearly and memorably as we see Edward wholeheartedly trying to be a seal, a lion and a snake in turn but learning that for some an emu is “the best thing I’ve seen since I came to the zoo!”. 

Creating a connection to the audience – Because the message of the text is such a universal experience, it is easy to connect with.

Bonus: this text has a notes from both the author and illustrator at the end, in which they convey – in detail – how much they love the character Edward, and why. It would be a great discussion point to ask children how they think the author and illustrator wanted their main character to come across, and then compare what they actually said about it.

narrative writing 6 traits

Cicada – Shaun Tan

narrative writing 6 traits

Establishing a tone – The direct, matter-of-fact style of storytelling of this text is unique and compelling. Our titular character ‘Cicada’ is an office worker who is underappreciated and treated poorly but the Cicada never complains, it just explains. From the first page (‘ Seventeen year, No promotion. Human resources say cicada not human. Need no resources. Tok! Tok! Tok!’) it is clear that the author knows a story that needs to be told and wants to tell it in a way true to the character.

Taking risks to create voice – This text is immediately unusual for its genre and is a great mentor text to show students how authors take risks and try new things. Cicada is a narrative but there is no touchy-feely about it. Instead the writing is completely factual and expresses little to no emotion – yet we feel absolutely connected to our main character. The author has steered clear of many of the usual ways of telling a story (the five senses, beautiful similes, adjective-laden descriptions and dialogue to name a few) and instead given us only a few clipped matter-of-fact sentences or sentence fragments and a Tok! Tok! Tok! at the end of every page (a phrase which somehow seems to elicit a whole raft of new emotions for the reader on each page).

Note: I would suggest only reading this book with students Grades 4 and up as it can get quite distressing. Read it yourself first to judge whether it is a good fit for your students.

narrative writing 6 traits

Diary of a Wombat – Jackie French and Bruce Whatley

narrative writing 6 traits

Establishing a tone – Fun! Cheeky! Playful! Carefree! Diary of a Wombat oozes tone. The story is told as a series of diary entries of a wombat as she sleeps, eats, plays and terrorises a family through a week. From the carefree, relaxed tone at the beginning (‘ Monday Morning: Slept. Afternoon: Slept. Evening: Ate grass. Scratched. Night: Ate grass. Slept.’) to the indignant rant later in the book (‘Why would I want carrots when I feel like rolled oats? Demanded rolled oats instead.’) author Jackie French shows she knows wombats – inside and out. (A quick Google search of her name will tell you and your students loads about years of Jackie’s encounters with wombats).

Taking risks to create voice – The author has definitely told this story in a new way – rather than a narrative about a wombat who bothers a family, she has used the diary format to tell it from the perspective of the wombat and in a way that lets that wombat’s voice come to life. This is a great text for demonstrating how we can think about unique ways we can tell a story.

narrative writing 6 traits

Horrible Histories Series – Terry Deary and Martin Brown

narrative writing 6 traits

Establishing a tone – The Horrible Histories books are thick with humour and truth.It is clear that the author Terry Deary cares about his topic, knows a lot about it, and wants others to love it. There is a blunt honesty to this series, balanced with A LOT of jokes that make the (aptly-named horrible) content palatable and the tone fun and mischievous: ‘How did those prehistoric people survive and get to the top of the animal kingdom? By being more horrible than anything the world had ever seen.’

Conveying the purpose – Terry Deary makes clear in a lot of these books that reader should know about history, and that there are many perspectives on historical events and he incites the reader to read on, find out and see for themselves what to believe. The mix of narrative, factual and comic styles are engaging. These books are a great discussion starter on how an author knows what they want to share, and has to think about the best way to do it for their audience.

narrative writing 6 traits

Creating a connection to the audience – By the writer speaking directly to the reader in Horrible Histories, the reader feels as though they are the direct recipient of Terry Deary’s passion for his topics. There are lots of additional features that create interaction with the reader, especially questions and quizzes.

Taking risks to create voice – Kids will notice how different these books are compared to most historical texts they encounter. As well as the joking style and tone of the books, the author is also distinctive in his choices of very informal, conversational words and phrases ( ‘Beware! The nasty Neanderthals became extinct around 30,000 BC. Not very surprising if they went around eating one another. ’)

narrative writing 6 traits

What are some of your go-to mentor texts for teaching the writing trait of Voice?

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2 thoughts on “ 6+1 Traits of Writing Mentor Texts: Voice ”

‘Em, I love your work. I am a massive fan of the 6+1 traits for writing and you convey your passion with fantastic mentor texts. Your enthusiasm and clarity has helped me get back to the way I love teaching. Thanks Ken

Hi Ken, Wow – this is such a lovely comment. I’m so glad my little contribution has been useful! I’ll have to get going to and write a post on the other traits! Emily

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Six traits narrative writing rubric.

This rubric may be used for assessing individual performance on a six traits narrative writing assignment.

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IMAGES

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COMMENTS

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  19. 6+1 Traits of Writing Mentor Texts: Voice

    Ruth Culham (Traits of Writing Scoring Guide for Grades 3-8, 2010) In her book 6+1 Traits of Writing Grades 3 and Up, I think Ruth Culham lets her own writing voice shine when she describes this trait. She says "it is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. It is flashes of spirit."

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